Lesson 10
The aMazeing Trick Assesment.
This task has been developed from resources in Australian Academy of Science 2008, Light fantastic.
In this task students are asked to construct a model of a maze using a specific template and then are challenged to transmit light through the maze using mirrors.
This challenge gives students an opportunity to apply problem-solving skills and access their knowledge of light, specifically reflection.
The second challenge requires students to alter the appearance of the light in some way. It is expected that the students will draw on their knowledge of shadows and their knowledge of reflection, refraction and absorption of light developed throughout the unit.
It is important to note that this is an independent task requiring the students to have their own box/maze and mirrors.
This is the assessment task.
Students will need to construct a maze using a template that I will provide, students then find a way for light to move around the maze. Students will need to change on element of the maze, include predictions, observations and scientific diagrams that reveal explanations and evaluation.
Students will demonstrate how the transfer of light can be changed.
Then Students could alter the appearance of the light in some way, hopefully using the known information from the shadow, reflection, refraction or absorbed light developed throughout the unit.
I expect that the students will take one lesson to construct their maze, and two additional lessons to finalise their assessment.
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References:
Australian Academy of Science 2008, Light fantastic, [Rev. ed.], Canberra, ACT Australian Academy of Science
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10
<www.australiancurriculum.edu.au/Science/Curriculum/F-10>. Retrieved 22nd September 2013
Bybee, Rodger W 1997, Achieving scientific literacy: from purposes to practices, Heinemann, Portsmouth, NH: Heinemann
Education Queensland, Department of Education Training and Employment 2013, ‘ Assessment’, Retrieved 10th November 2013.
<http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html>
Hackling, M. W. & Prain, V. 2005. Primary Connections: Stage 2 research report. Canberra: Australian Academy of Science.
http://www.acer.edu.au/documents/RC2006_Hackling.pdf Retrieved 22nd September 2013
Skamp, Keith 2012, Teaching primary science constructively, 4th ed, Cengage Learning, South Melbourne, Vic
Australian Academy of Science 2008, Light fantastic, [Rev. ed.], Canberra, ACT Australian Academy of Science
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10
<www.australiancurriculum.edu.au/Science/Curriculum/F-10>. Retrieved 22nd September 2013
Bybee, Rodger W 1997, Achieving scientific literacy: from purposes to practices, Heinemann, Portsmouth, NH: Heinemann
Education Queensland, Department of Education Training and Employment 2013, ‘ Assessment’, Retrieved 10th November 2013.
<http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html>
Hackling, M. W. & Prain, V. 2005. Primary Connections: Stage 2 research report. Canberra: Australian Academy of Science.
http://www.acer.edu.au/documents/RC2006_Hackling.pdf Retrieved 22nd September 2013
Skamp, Keith 2012, Teaching primary science constructively, 4th ed, Cengage Learning, South Melbourne, Vic